Press One for Yes: Using Clickers for Library Instruction and Information Literacy Assessment
Yes, You Can! Use Copyrighted Materials for Media Literacy
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Transcript of Yes, You Can! Use Copyrighted Materials for Media Literacy
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Renee HobbsMedia Education Lab
Temple UniversityNational Association for Media Literacy Education
Detroit MI August 1, 2009
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Critical Thinking Communication Skills
…an expanded conceptualization of literacy that includes mass media, popular culture and digital technology
…the ability to access, analyze, evaluate and communicate messages in a wide variety of forms
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Share
Use
Copy
Modify
Distribute
Excerpt/Quote from
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Restrict
Limit
Charge high fees
Discourage use
Use scare tactics
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To promote creativity, innovation and the spread of knowledge
Article 1 Section 8U.S. Constitution
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Copyright Confusion
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See no Evil Close the Door Hyper-Comply
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NEGOTIATED AGREEMENTS BETWEEN MEDIA COMPANIES AND EDUCATIONAL GROUPS
Agreement on Guidelines for Classroom Copying in Not-for-Profit Educational Institutions
Fair Use Guidelines for Educational Multimedia
Guidelines for the Educational Use of Music
Educational Use Guidelines are Confusing!
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The documents created by these negotiated agreements give them “the appearance of positive law. These qualities are merely illusory, and consequently the guidelines have had a seriously detrimental effect. They interfere with an actual understanding of the law and erode confidence in the law as created by Congress and the courts”
--Kenneth Crews, 2001
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withaccurate knowledge
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The right to use copyrighted materials freely without payment or permission for purposes such as “criticism, comment, news reporting, teaching, scholarship, and research.”
--Section 107Copyright Act of 1976
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Funded by the John D. & Catherine T. MacArthur Foundation
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http://mediaeducationlab.com/index.php?page=293
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Organizations Supporting the Code of Best Practices
Action Coalition for Media Education (ACME)
National Association for Media Literacy Education (NAMLE)
National Council of Teachers Of English (NCTE)
Visual Studies DivisionInternational Communication
Association (ICA)
Association for College and Research Libraries (ACRL)
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On November 11, 2008, NCTE adopted the Code of Best Practices in Fair Use for Media Literacy Education as the official policy on fair use:
http://www.ncte.org/positions/statements/fairusemedialiteracy
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Educators can:
1. make copies of newspaper articles, TV shows, and other copyrighted works and use them and keep them for educational use
2. create curriculum materials and scholarship with copyrighted materials embedded
3. share, sell and distribute curriculum materials with copyrighted materials embedded
Learners can:
4. use copyrighted works in creating new material
5. distribute their works digitally if they meet the transformativeness standard
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Transformative Use is Fair Use
When a user of copyrighted materials adds value to, or repurposes materials for a use different from that for which it was originally intended, it will likely be considered transformative use; it will also likely be considered fair use. Fair use embraces the modifying of existing media content, placing it in new context.
--Joyce Valenza, School Library Journal
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Bill Graham Archives vs. Dorling Kindersley, Ltd. (2006)
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An Example of Transformative Use
The purpose of the original: To generate publicity for a concert.
The purpose of the new work: To document and illustrate the concert events in historical context.
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http://mediaeducationlab.com/index.php?page=295
Users’ Rights, Section 107
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Elementary School Case Study:
P.S. 124, Brooklyn, NY
High School Case Study: Upper Merion Area High School King of Prussia, PA
College Case Study: Project Look Sharp at Ithaca CollegeIthaca, NY
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1. Did the unlicensed use “transform” the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original?
2. Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
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Practicing the Fair Use Reasoning Process
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The Intellectual Context
LESSIG
JASZI &AUFDERHEIDE
BENKLER
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The Code of Best Practices Helps
• To educate educators themselves about how fair use applies to their work
• To persuade gatekeepers, including school leaders, librarians, and publishers, to accept well-founded assertions of fair use
• To promote revisions to school policies regarding the use of copyrighted materials that are used in education
• To discourage copyright owners from threatening or bringing lawsuits
• In the unlikely event that such suits were brought, to provide the defendant with a basis on which to show that her or his uses were both objectively reasonable and undertaken in good faith.
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ANTI-CIRCUMVENTION RULEMAKING
Digital Millennium Copyright Digital Millennium Copyright ActAct
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Continue Your Learning
Media Education Labhttp://mediaeducationlab.comOnline community for sharing: http://copyrightconfusion.wikispaces.com/
Contact: Renee HobbsTemple UniversityMedia Education LabPhiladelphia, PAEmail: [email protected]: 215 204-4291